Lightwoods Primary School
Headteacher: Mrs Elaine Bowen
School holidays for Lightwoods Primary School via Sandwell council
210 pupils capacity: 101% full
115 boys 54%
100 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 400873, Northing: 285594
- GPS coordinates
- Latitude: 52.468, Longitude: -1.9886
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 28, 2014
- Region › Const. › Ward
- West Midlands › Warley › Old Warley
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles St Hubert's Catholic Primary School B680LP (212 pupils)
- 0.5 miles Our Lady of Fatima Catholic Primary School B178TR (210 pupils)
- 0.5 miles Our Lady of Fatima Catholic Primary School B178TR (210 pupils)
- 0.6 miles Woodhouse Primary School B322DL
- 0.6 miles Woodhouse Primary Academy B322DL (435 pupils)
- 0.7 miles Abbey Junior School B675LT (359 pupils)
- 0.7 miles Abbey Infant School B675LR (335 pupils)
- 0.7 miles Bleakhouse Junior School B689DS (236 pupils)
- 0.7 miles Warley Infant School B689DS (232 pupils)
- 0.7 miles Brandhall Primary School B680ST (446 pupils)
- 0.8 miles St Gregory's Catholic Primary School B675HX (243 pupils)
- 0.9 miles Annie Lennard Infant School B676LE (166 pupils)
- 0.9 miles Laces B322QT
- 1 mile World's End Junior School B322SA (238 pupils)
- 1 mile World's End Infant and Nursery School B322SA (322 pupils)
- 1 mile Quinton Church Primary School B321AJ (211 pupils)
- 1 mile Lordswood Boys' School B178BJ
- 1 mile Lordswood Girls' School and The Sixth Form Centre, Harborne A Specialist Media Arts College B178QB
- 1 mile Bearwood Primary School B664HB (487 pupils)
- 1 mile Perryfields Primary School B680QY (241 pupils)
- 1 mile Perryfields High School Specialist Maths and Computing College B680RG (1221 pupils)
- 1 mile Lordswood Girls' School and Sixth Form Centre B178QB (916 pupils)
- 1 mile Lordswood Boys' School B178BJ (538 pupils)
- 1.1 mile Four Dwellings Junior School B321PJ
Ofsted report transcript
Lightwoods Primary School
Castle Road East, Oldbury, B68 9BG
|Inspection dates||28–29 January 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress across a range of |
Children get a good start to their education in
Pupils’ personal, social and academic
Teaching is consistently good and some is
subjects including English and mathematics,
and many make outstanding progress in
the Early Years Foundation Stage.
development is enhanced through the broad
and rich range of learning experiences
provided by the school, both in the classroom
and through the many clubs, activities, visits
and residential trips.
outstanding. Teachers possess good subject
knowledge and plan lessons skilfully and
creatively to engage pupils’ interests. As a
result, pupils learn well and make good
| Pupils’ work is assessed exceedingly well. |
Behaviour is outstanding around the school
Governors and the senior leadership team have
Teachers mark with precision and include
comments to show pupils how to improve their
work, particularly in writing. Pupils assess their
own work and that of their peers with a good
level of understanding.
and in the classroom. Pupils have a thirst for
knowledge and demonstrate highly positive
attitudes to learning. Attendance is above
average and pupils feel safe.
directly and effectively tackled a drop in
standards in Year 2 last year through well-
considered targets used to manage staff
performance. As a result, teaching is improving
outcomes for these pupils.
| Given their starting points, too few pupils |
make better than expected progress in
reading and mathematics for the school to be
outstanding at this stage.
| Leaders are monitoring the progress of all |
groups more tightly so intervention is timely
and targeted to secure better than expected
progress. However, these strategies have not
been checked thoroughly for effectiveness,
especially for pupils eligible for the pupil
Information about this inspection
- Inspectors observed 14 lessons. Four of these observations were completed jointly with the
headteacher or deputy headteacher. Inspectors also observed breaks, lunchtimes and attended
registration and assembly.
- Discussions were held with parents, pupils, staff, governors, the headteacher, deputy
headteacher and a representative from the local authority.
- There were too few responses to the online questionnaire (Parent View).
- A wide range of documents was examined, including samples of pupils’ work, information about
pupils’ progress, the school’s development plan and self-evaluation summary, reports from the
local authority, records of any poor behaviour, and safeguarding documents.
- Inspectors listened to pupils read and observed shorter sessions where pupils were receiving
support in small groups, including the teaching of phonics (the sounds that letters represent).
|Sherry Gladwin, Lead inspector||Additional Inspector|
|David Westall||Additional Inspector|
Information about this school
- The school is an average-sized primary school.
- The proportion of pupils from minority ethnic backgrounds is significantly higher, at around
60%, than the national average. The proportion who speak English as an additional language is
- Only a very small number of pupils are supported by the pupil premium in this school. This is
additional funding for pupils in local authority care, those known to be eligible for free school
meals and those with a parent in the armed forces.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average. The proportion of pupils supported through school
action plus or with a statement of special educational needs is below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school works in partnership with Sandwell Local Authority and provides support to other
local schools. It is in the second year of being a Teaching School. The headteacher is a National
Leader of Education and the school has a Key Stage 2 Writing Moderator.
What does the school need to do to improve further?
- Make sure more pupils make accelerated progress, particularly in reading and mathematics in
Key Stage 2, through:
developing pupils’ higher order skills in reading and comprehension so they interrogate texts
by scanning and skimming for information more effectively
providing more challenging work for middle ability pupils in mathematics, especially girls.
- Ensure that senior leaders and governors rigorously check the progress of different groups, to
more pupils from each group make better than expected progress
pupils eligible for the pupil premium achieve as well as possible.
|The achievement of pupils||is good|
- Children enter the school with skills and abilities broadly typical for their age. Good provision,
including skilful teaching, prepares children well for entry to Year 1. Generally, they leave the
Reception class with skills and abilities that are average or higher.
- Teaching is consistently good in Key Stage 1. A drop in attainment at the end of Year 2 in 2013
across all subjects has been tackled effectively by senior leaders. Current Year 2 pupils are on
track to attain higher standards by the end of the year. School information shows that all groups
of pupils in Key Stage 1 are making good progress and some are making outstanding progress
as a result of consistently good teaching.
- Past data show that attainment at the end of Year 6 is usually above national averages. In the
end of Key Stage 2 assessments taken by Year 6 pupils in 2013, pupils did particularly well in
writing and the spelling and grammar test. They did not, however, perform as well in reading
because some pupils found it difficult to skim and scan text quickly to extract key information.
Pupils currently in the school are making better progress in reading but too few pupils are
making rapid progress in comprehension skills.
- In the mathematics tests in 2013, a few more-able pupils did not make better than expected
progress, though the overall results were reasonably good. While senior leaders are working
successfully on extending more-able pupils in mathematics, school data indicate that too few
girls and middle ability pupils make better than expected progress.
- School information shows that pupils in Key Stage 2 are now making good progress, and some
are making outstanding progress. The current Year 6 pupils are on course to achieve higher
standards and better progress than in 2013.
- In 2013, pupils’ exceptionally good grasp of phonics enabled the vast majority to achieve the
required standard in the national phonics check in Year 1.
- More-able pupils make good progress overall and their progress in writing is particularly strong.
- Until recently, the progress of disabled pupils and those who have special educational needs has
been slower than that of other pupils. This group of pupils are now making good progress in line
- Pupils from minority ethnic groups and those who speak English as an additional language make
at least good progress and many make outstanding progress. The White British pupils make
- The pupil premium is used well to support individual pupils through one-to-one tuition and
support for behaviour. Because the number of pupils is so small, it is not possible to comment
on their progress and attainment by the end of Year 6 without potentially identifying individuals.
|The quality of teaching||is good|
- Teaching is consistently good and some is outstanding. Teachers teach with authority because
they possess good subject knowledge and skilfully plan lessons that appeal to pupils’ interests.
They are mindful of the different abilities of pupils, and set work at different levels of difficulty so
that it is not too easy or too hard for most pupils.
|Inspection report:||Lightwoods Primary School, 28–29 January 2014||5 of 10|
- Teachers and teaching assistants successfully work together to plan support in class so that it is
effective. Teaching assistants also take pupils in small groups to give them more intensive or
- In the Reception class and in Key Stage 1, phonics is taught well. Consistently good teaching
supports pupils’ exceptional progress in early reading.
- Teachers and teaching assistants have consistently high expectations of what pupils should
achieve. Pupils’ progress is monitored each term so that those requiring additional support are
identified and provided for through well-planned individual tuition and small group support such
as ‘pitpals’. These strategies are proving effective in closing gaps in achievement between
different groups of pupils and in ensuring that they gain skills and knowledge appropriate to
- Pupils acquire knowledge and develop skills quickly across a wide range of subjects because
classrooms are exciting places to learn in. For instance, in a Year 6 literacy lesson, the teacher
made links with pupils’ learning in geography by creating a river scene in the classroom which
was then used as stimulus for poetry writing. Pupils used high quality language in their poems,
such as: ‘The sharp rocks are embedded in the crystal water.’
- In a Year 2 literacy lesson, the classroom was transformed into a wizard’s room with magic dust,
spectacles and magnifying glasses. The teacher used examples of a poem to promote initial
discussion, and pupils set the learning objectives and decided the success criteria for the lesson.
They worked with high levels of engagement, creativity and enjoyment.
- Teachers are highly skilled in using questioning to check pupils’ learning during the lesson. They
listen carefully to pupils and probe their understanding to see where gaps in learning might be.
Pupils are eager to participate in lessons, they respond to questions thoughtfully, demonstrating
a good level of understanding and recall.
- Writing is taught exceptionally well. Pupils have opportunities across all subjects to write at
length and sharpen their writing skills. This leads to better than expected progress. Initiatives
like the ‘royal writer’ encourage pupils to write well and have their good effort acknowledged
publicly on the ‘royal notice board’. The teaching of reading is not as effective as the teaching of
writing because comprehension skills are not always taught skilfully enough to enable pupils to
develop deeper understanding of the texts they read.
- Class work and homework are marked regularly. The marking in literacy books is outstanding.
The relevant comments help pupils to understand how they can improve their work. Pupils are
required to follow up on these comments. Further checking by the teacher ensures that pupils
make gains in their learning as a result of this. Pupils are encouraged to assess their own
progress and that of others. They do this sensitively making accurate use of the points for
success. This is building self-confidence and deepening pupils’ understanding of the subject.
- Classroom management skills are highly effective. Relationships between teachers and pupils are
strong. This helps to promote a very positive environment that is calm, purposeful and
harmonious. Adults working in the school model the school’s expectations and values.
|Inspection report:||Lightwoods Primary School, 28–29 January 2014||6 of 10|
|The behaviour and safety of pupils||are outstanding|
- Behaviour around the school and in lessons is outstanding. Pupils have a thirst for knowledge,
and a love of learning. Pupils are very caring, unreservedly polite and respectful to all members
of the school community. From the early years, pupils are welcoming and confidently speak to
visitors about themselves and their work. In the small group discussions with inspectors pupils
politely listened to one another and took turns to speak. In lessons, pupils listen to teachers and
follow instructions quickly and sensibly.
- Pupils possess strong collaborative and communication skills. In a Year 6 lesson on team
building, pupils demonstrated good listening skills and worked with empathy, consideration and
creativity in mixed groups to create shapes quickly and accurately using all of the team.
- Pupils take a great deal of pride in the school. The school values each pupil and the contribution
that they make. Through the house system, school council, learning buddies, class monitors,
playground buddies and librarians’ duties, pupils develop leadership skills and take on
responsibility. They value these opportunities and take them seriously.
- The school’s work to keep pupils safe and secure is outstanding. Pupils feel safe and happy in
school. Older pupils happily play with younger pupils. One pupil caringly told inspectors that
older pupils are responsible for holding the hand of a younger child on the walk to the church
and ensuring that younger children walk farthest away from the traffic. Pupils understand how to
keep themselves and others safe in different situations. They are aware of internet and road
- Pupils understand right and wrong. They possess good awareness of different types of bullying,
including racist, physical and homophobic bullying. Bullying is rare in the school. Pupils are
confident that teachers will deal with bullying. Adults encourage pupils to resolve conflict by
themselves wherever possible to build confidence and communication.
- Behaviour management is highly skilled and consistently good. The very good procedures
followed allow staff to record and report unacceptable behaviour. The rewards system supports
high quality behaviour from pupils, who enjoy the competition of collecting house points and
receiving awards in assembly.
- Pupils who sometimes show challenging behaviour are supported well in acquiring self-
management techniques. Close partnership between school, external agencies and parents
support children and their families to develop good coping strategies and help to transform
- Attendance is above average. Pupils enthusiastically and unanimously expressed their enjoyment
of school. The pupil premium is used well to promote good attendance among eligible pupils.
|The leadership and management||are good|
- Since the previous inspection in 2011, the school has made good progress with the key issues
identified in the last report. Leaders at all levels communicate their high expectations.
- Teaching is consistently good or better due to regular and accurate monitoring by senior leaders
and the local authority. Teachers receive constructive feedback focused on improving the quality
of teaching and learning. Staff share teaching approaches and resources, and there is an
ongoing dialogue about teaching.
|Inspection report:||Lightwoods Primary School, 28–29 January 2014||7 of 10|
- The local authority has worked closely with school leaders and governors to strengthen middle
leadership and improve teaching. The school leads the moderation of Key Stage 2 Writing in the
local authority and it is an effective teaching school, working with the range of schools to
improve teaching and learning.
- Pupils have a broad and rich range of subjects in the classroom, and good exposure to the
‘forest school’ and sporting, artistic, cultural, social and residential visits in this country and
abroad. The school promotes outstanding spiritual, moral, cultural and social development for all
of its pupils. The international aspect of the curriculum is important to the school’s work of
creating global citizens. Each year the school celebrates an international week and it has good
links with schools in Germany, Finland and India. Pupils speak with excitement of trips abroad.
- The sports funding provided to primary schools is used wisely. Expert coaching has been
purchased from specialist providers and this is widening pupils’ experience of sport through
archery, gymnastics, dance, games and team building activities. Teachers are required to attend
some of these sessions in order to learn from the coach to improve physical education teaching.
- Good quality support and guidance are helping to close achievement gaps so that the school’s
equality policy supports the achievement of all groups of pupils.
- Pupil premium funding has been used well to support eligible pupils, for example by employing
additional staff to provide one-to-one and small-group tuition in English and mathematics, and
providing additional support for those with dyslexia and low self-esteem, and those with social
and emotional difficulties. Consequently, these pupils have made good progress. However, the
school has not evaluated in detail the effectiveness of different strategies to identify the ones
that are having the most impact.
- The school welcomes parents at any time. Teachers view parents as partners in learning. Each
class has a rota for inviting parents to assembly and parents are invited to a range of learning
activity mornings including sewing, model making and ‘irresistible learning weeks’. Some training
in phonics has taken place and the school is planning to provide more.
- The school’s arrangements for safeguarding meet statutory requirements.
- The school knows its strengths and what it needs to do to improve. Senior leaders and
governors have not always focused closely on the progress of different groups, in particular to
check if enough pupils in all groups make more than expected progress. The school is beginning
to do so now, though it has not yet made this level of analysis a routine part of its monitoring
and evaluation work.
- The governance of the school:
Governors are well organised and committed to their role. They have high expectations for the
school and are very proud of its teaching school status. Governors bring a good range of
professional skills to the governing body. Governors are very supportive of the headteacher
and provide good challenge and support to the school. They are familiar with its international
links, curriculum, quality of teaching and learning and behaviour and safety. While governors
know how the pupil premium funding is spent, they are less knowledgeable about the impact
it is having on the eligible pupils. Good financial management means that staff and other
resources are deployed efficiently. The process of managing staff performance, including that
of the headteacher, is understood and carried out well. Pay progression is linked to pupils’
results and good teaching.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||103947|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||212|
|Appropriate authority||The governing body|
|Date of previous school inspection||30 March 2011|
|Telephone number||0121 429 2542|
|Fax number||0121 429 5824|